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Jay Katz: from Harms to Risks Larry I College of William & Mary Law School William & Mary Law School Scholarship Repository Faculty Publications Faculty and Deans 2006 Response - Jay Katz: From Harms to Risks Larry I. Palmer William & Mary Law School Repository Citation Palmer, Larry I., "Response - Jay Katz: From Harms to Risks" (2006). Faculty Publications. 79. https://scholarship.law.wm.edu/facpubs/79 Copyright c 2006 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/facpubs Response Jay Katz: From Harms to Risks Larry I. Palmer, LL.B* Jay Katz's towering presence in the scholarship on human experimentation has been a source of personal and professional inspiration. As I noted over thirty years ago in my review essay about his classic work, Experimentation with Human Beings, 1 Jay's scholarship asks tough and penetrating questions about a truth we modern professionals hold to be sacred.2 We have always assumed that growth in scientific knowledge and social progress are linked. Yet as Alex Capron discusses in his paper,3 scientific knowledge has sometimes been produced by means we would not consider socially progressive. Jay's analysis of the history of experimentation with human beings before, during, and after the Nazi era dispels the comforting notion that the Nazi investigators were individuals working outside the moral ethos of modern medicine and science (i.e., that they were merely racists and sadists). Instead, Jay reveals that they were physician-investigators searching aggressively (albeit blindly) for even better ways of making science socially useful and relevant.4 * Endowed Chair in Urban Health Policy, Professor of Family and Geriatric Medicine, and Professor of Health Management and Systems Sciences, University of Louisville. I. JAY KATZ ET AL., EXPERIMENTATION WITH HUMAN BEINGS: THE AUTHORITY OF THE INVESTIGATOR, SUBJECT, PROFESSIONS, AND STATE IN THE HUMAN EXPERIMENTATION PROCESS ( 1972). 2. Larry I. Palmer, Commentary, The High Priests Questioned or at Least Cross-Examined, 5 RUTGERS-CAM. L.J. 237 ( 1973-1974). 3. Alex Capron, Experimentation with Human Beings: Light or Only Shadows?, 6 YALE J. HEALTH POL 'y L. & ETHICS 431 (2006). 4. See. e.g., Jay Katz, The Consent Principle of the Nuremberg Code: Its Significance Then and Now, in THE NAZI DOCTORS AND THE NUREMBERG CODE: HUMAN RIGHTS IN HUMAN EXPERIMENTATION 227 (George J. Annas & Michael A. Grodin eds., 1992) (observing that the Nuremberg Code's relentless and uncompromising commitment to the psychological integrity of research subjects has not been matched either prior to its promulgation or since); Jay Katz, The Nuremberg Code and the Nuremberg Trial: A Reappraisal, 276 lAMA 1662, 1663 (1996) (noting that, in the history of medical science, harms, including death, have always been associated with 455 YALE JOURNAL OF HEALTH POLICY, LAW, AND ETHICS VI:2 (2006) In this response, I illustrate Jay's broad influence on the entire field of bioethics by beginning with a personal tribute that honors Jay as a scholar and teacher. As one of his former students, I can attest that his method of combining scholarship and teaching deserves the label "inspirational." Second, I discuss how my own scholarship and teaching have been shaped by Jay's courageous insistence that to protect human, subjects we must develop new types of institutional arrangements.5 Jay used his position on bioethics commissions (starting with the panel to review the Tuskegee Study of Untreated Syphilis in the Negro Male)6 and his writings to advocate for institutional change of the manner in which we regulate research. Finally, I argue that Jay Katz's scholarship and career provide a warning to those of us who call ourselves "bioethicists" in what I have called the "human genome era."7 Bioethics is now in some senses a new "profession," with all of the accompanying risks and benefits of that societal recognition. We may need to return to Jay's work to uncover the reflective skills for analyzing our own role in promoting, or perhaps impeding, "social progress." I. JAY'S INFLUENCE: A PERSONAL REFLECTION I was one of approximately thirty students in Jay's Family Law class in the spring of 1968. At a certain point in the course, Jay invited Anna Freud to participate in our class for several weeks. On those occasions, the classroom was also packed with a large number of law school faculty members, including Joe Goldstein. medical research, but death had not been part of the research design before the Nazi doctors); Jay Katz, The Regulation ofHuman Experimentation in the United States-A Personal Odyssey, 9 IRB: REv. OF HUM. SUBJECTS REs. 1, 2 (1987) [hereinafter Katz, Regulation] (arguing that Nazi studies had antecedents and recounting some earlier examples of investigators discounting the dignity of human beings); Jay Katz, Human Sacrifice and Human Experimentation: Reflections at Nuremberg, Address at the Conference Commemorating the Fiftieth Anniversary of the Nazi Doctors' Trial at Nuremberg Convened by International Physicians for the Prevention of Nuclear War and Physicians for Social Responsibility (Oct. 27, 1996) (transcript available at http://www.law.yale.edu/outsidelhtrnl/Publications/pub-katz.htrn) (reviewing other examples of research involving human subjects where human dignity was not maintained and observing that in medicine's quest to become a respected science, "doctors lost sight of the fact that it is one thing to experiment with atoms and molecules and quite another to do so with human beings"). 5. Larry I. Palmer, Paying for Sujfering: The Problem ofHuman Experimentation, 56 Mo. L. REv. 604 (1997). 6. See PUB. HEALTH SERV., U.S. DEP'T OF HEALTH, EDUC. & WELFARE, FINAL REPORT OF THE TUSKEGEE SYPHILIS STUDY AD HOC ADVISORY PANEL (1973) [hereinafter TUSKEGEE ADVISORY PANEL REPORT], available at http://biotech.law.lsu.edu/cphl/history/reports/tuskegee/tuskegee.htrn. 7. Larry I Palmer, Disease Management and Liability in the Human Genome Era, 47 VILL. L. REv. 1 (2002). 456 RESPONSE-PALMER The presence of Joe Goldstein and others signaled to me that our discourse with Anna Freud was part of a much wider conversation about the relationship between psychoanalysis and law, a topic Robert Burt elegantly addresses in his paper for this symposium.8 More important, it signaled to me Jay's generosity and openness to ideas and colleagues. In the classroom discussion of Painter v. Bannister,9 Anna Freud outlined her rationale for defending the court's disposition of the child custody dispute in favor of the grandparents, i.e., the "psychological parent," over the child's biological father. As it turned out, what was going on during Anna Freud's visits to our class was the outlining of themes that she, Joe Goldstein, and Albert Solnit subsequently pursued in their Beyond the Best Interests of the Child. 10 Experiencing something rare and wonderful during that course stimulated me to work with my own students in such a way that the larger context of my scholarship could in tum inspire each student to find his or her light. 11 Thus, my first tribute to Jay is a personal note of gratitude: He has the ability to inspire those of us exposed to his light to take risks when we speak as citizens and as scholars. 12 II. JAY'S INFLUENCE: TEACHING ETHICS When Alex Capron was editor of a special edition of the American Society of Law, Medicine and Ethics' journal honoring Jay's work, he asked me to contribute a piece, and I chose to write about how Jay's approach to human research could be a model for revitalizing interdisciplinary teaching. 13 At the time I was co-teaching a seminar for undergraduates on "Institutions and Social Responsibility" 14 in Cornell University's Biology and Society Program that used some materials from Jay's casebook on human experimentation. 15 In the course 8. Robert Burt, The Uses of Psychoanalysis in Law: The Force of Jay Katz's Example, 6 YALE J. HEALTH POL'Y L. & ETHICS 40 I (2006). 9. 140 N.W.2d 152 (Iowa 1966). 10. JOSEPH GOLDSTEIN ET AL., BEYOND THE BEST INTERESTS OF THE CHILD (2d ed. 1979); see also JOSEPH GOLDSTEIN ET AL., IN THE BEST INTERESTS OF THE CHILD ( 1986). II. Larry I. Palmer, Research with Human Subjects as a Paradigm in Teaching, 16 L. MED. & HEALTH CARE 183 (1988). 12. Joe Goldstein's warning to psychoanalysts to distinguish between their roles as scientists and their roles as mere citizens should be heeded by bioethicists today, who regularly are called upon to provide normative answers to whether a particular line of research~ for instance, stem cell research on cloned embryos~should proceed. See Joseph Goldstein, Psychoanalysis and Jurisprudence, 77 YALE L.J. I 053, I 059-60 ( 1968). 13. Palmer, supra note II. 14. /d. at 183. 15. KATZ ET AL., supra note I, at 9-65. 457 YALE JOURNAL OF HEALTH POLICY, LAW, AND ETHICS VI:2 (2006) of writing my article during the summer of 1989, I took a morning away from my duties as a vice president at Cornell to go to the library. There I encountered David Feldshuh, the author of the play, Miss Evers' Boys, 16 a fictionalized account of the Tuskegee Study. As we stood in the library lobby conversing, David, a physician by training with a Ph.D. in theater arts, asked me: "Do you know anything about the Tuskegee Syphilis Study?" Inspired, perhaps, by the generosity toward the perspectives of other scholars I remembered from Jay's class, I tried to hear the anxiety or the silence behind David's question and recognized the invitation to conversation. I told him about the paper I was writing, about Jay's role on the Tuskegee Syphilis Study panel, and about how I had followed the developments regarding the Tuskegee Study since 1972.
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